The report recommends steps for the six districts to overcome specific challenges. These may be useful to other districts in redesigning the principal supervisor role. Recommendations include:

• Develop a common definition of instructional leadership. Some supervisors in the six districts were uncertain which skills to focus on. Some focused too narrowly on improving instruction and neglected related areas, such as improving school climate.

• Create a common set of practices. Establishing common routines for classroom walk-throughs, coaching, and evaluation can support supervisors in learning their role. So can common tools, such as a template for principal action plans.

• Establish reasonable expectations for principal supervisors. Many supervisors felt overburdened despite efforts to protect their time. Districts need to consider travel time between schools and availability of support staff. They also need to limit central office demands. Too much time in the central office meant insufficient time to coach principals. Likewise, too much time in schools was problematic. Supervisors needed time to communicate with central office personnel to ensure that principals were supported.

• Prioritize succession planning. Districts need to figure out how to make time for aspiring supervisors to participate in apprenticeship programs. They also need to identify leadership opportunities for those who complete the program but aren’t yet placed into a supervisor role.

• Pay attention to needed changes in district culture. Changes to the supervisor role required that the central office shift to a school-centered culture. At times new expectations for central office staffers created friction. Districts should clearly describe how revising the principal supervisor role fits into the district’s mission.